Llewellyn, D. (2004). Teaching High School Science Through Inquiry: A Case Study Approach (1st ed.). Corwin Press
Definition of Inquiry and Characteristics
Inquiry is a scientific process of active exploration by which we use critical, logical and creative thinking skills to raise and engage in questions of personal interest. Driven by the students’ curiosity and wonder about observed phenomena, inquiry investigations usually involve
Generating a question or problem to be solved
Brainstorming solutions to the problem
Stating a hypothesis to test
Choosing a course of action and carrying out the procedures of the invetigation
Gathering & Recording data through observation & instrumentation to draw appropriate conclusions
Communicating the findings
What does an Inquiry-based classroom look like?
“What if….” And “I wonder….” questions posted around the room
Concept maps and graphic organizes displayed
Student work posted around the room for recognition
Desks are arranged in groups or U-shape conducive to working together
A collection of reading materials (fiction, non-fiction books, magazines, journals, etc available)
Area of student’s portfolios or journals (box or crate)
Materials and supplies readily available
Videotaping equipment, computers, media for student use
Separate learning centers for extension investigations, as well as individual and small group work
A daily schedule that accommodates extended or multiple-period investigations through block scheduling or double periods
Computer resources available for accessing internet sources and containing supplemental software to review or reinforce science topics
Classroom sets or collections of multiple textbooks for in-class usage and/or student sign out
What does the teacher do in an Inquiry-based classroom?
Use of NSES or State standards to guide lesson plans or units
Select lessons & experiences that align with the standards and student’s ability
Create a positive classroom culture that encourages scientific attitudes & habits of mind
Stimulate and nurture student’s curiosity
Provide opportunities for meta-cognitive strategies
Use wait-time techniques appropriately & do not interrupt students in mid-answer
Limit the use of lecturing to topics that can’t be taught through inquiry or hands-on activities
Always assess a student’s prior knowledge at the start of each lesson
Make learning relevant by making connections to the real world or a student’s special interests
Initiate discussion by asking questions, creating debate or grabbing students attentions
Rephrase student questions and responses so they can begin to answer their own questions
Plan lessons using the Inquiry cycle (Attached diagram)
Ask follow-up questions to student’s responses rather than saying “Okay”
Maintain appropriate classroom management during student investigations
Establish every day routines for group interaction & when retrieving/returning materials
Keep students on task by having them support and debate their own data, evidence
Say “Thank you” or “Great Answer” in response to student contributions
Arrange student’s desks in clusters to promote group activities
Focus each lesson on engagement and problem solving
Use the class time for investigations and not to do homework
Integrate science with practical skills and strategies such as math skills, technology, etc
Act as the facilitator, initiator and mediator & coach during the investigations
Use primary literature opposed to commercial textbooks
Utilize concept maps, graphic organizers, drawings and models during the investigations
Encourage students to critique their own performance
Keep current with your own teaching methods, styles and new techniques
Move about the classroom & rotate among small groups during the lesson
Encourage all students to design and carry out their own investigations
Kneel to make eye-to-eye contact when speaking with students in small groups
Value student’s responses and view wrong answers as an “open door”
Moderate classroom discussions so all students can share their points of view
Monitor student progress continuously on a daily basis
Read content-related journals
What are the students doing in an Inquiry-Based Classroom?
Show an interest & imagination in science by acting as researchers & viewing themselves as scientists
Engage in diligent investigations from their self-generated questions
Persist in asking questions to clarify and confirm the accuracy of their understandings
Work and communicate in thoughtful groups
Utilize higher-order thinking skills to solve problems and make judgments about their work
Consider skepticism and alternative models or points of view
Use unbiased data and evidence to form explanations
Connect new knowledge to prior understandings
Make decisions as to how to communicate their work
Demonstrate their science understandings and abilities in a variety of forms
Peer evaluating to seek opinions and assess the strengths & limitations of their work
Definition of Inquiry and Characteristics
Inquiry is a scientific process of active exploration by which we use critical, logical and creative thinking skills to raise and engage in questions of personal interest. Driven by the students’ curiosity and wonder about observed phenomena, inquiry investigations usually involve
What does an Inquiry-based classroom look like?
What does the teacher do in an Inquiry-based classroom?
What are the students doing in an Inquiry-Based Classroom?
10 Questions about Inquiry